Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom

Abstract This study examined how priming an entity language theory (i.e., the belief that language intelligence is fixed) or an incremental language theory (i.e., the belief that language intelligence can be improved) can orient language learners' goals and, in turn, influence their reactions in failure situations and their intention to continue learning the language. University-level students in language courses (N = 150) were randomly assigned to two conditions, in which one or the other language mindset was primed. The results showed that in the incremental condition, learners more strongly endorsed learning goals regardless of their perceived language competence, and in turn reported more mastery-oriented responses in failure situations and stronger intention to continue learning the target language. In contrast, in the entity condition, learners who perceived themselves having strong language skills endorsed performance-approach goals and in turn reported more helpless-oriented responses and fear of failure. The implications for language learning inside and outside the classroom are discussed, including possible strategies that language educators can use to promote incremental theories to support their students' motivation and resilience in failure situations.